Physics education research in 2024

Happy New Year! I hope that 2024 has started on a positive note for everyone. In my first blog post of the year, I aim to discuss the physics education research (PER) topics that are likely to be of greatest importance in the next months. Subsequently, I will give a brief outlook to PER-related events and conferences. 

• Artificial intelligence (AI). The elephant in the room. In 2024, AI continues to play a prominent role in PER, particularly through the utilization of Large Language Models (LLMs) like GPT-4. LLMs offer unprecedented potential for enhancing homework assignments, essays, and conceptual understanding. Educators explore the effective integration of LLMs to provide personalized feedback, generate tailored learning materials, and foster a symbiotic relationship between students and AI-driven tools, ultimately optimizing the educational experience. I regularly check the Physics Education section of arXiv.org, and I have noticed a strong uptick in AI-related PER manuscripts over the past one or two years. Moreover, the renowned PER journal Physical Review Physics Education Research has published a call for contributions to a focus collection on AI tools in physics teaching and PER.
• Virtual and augmented reality (VR/AR). With new technologies such as Apple's Vision Pro and Meta Quest 3 it is becoming increasingly evident that VR and AR could also play a pivotal role in physics education. In principle, VR/AR enables immersive experiences, allowing students to explore complex physical phenomena in three-dimensional environments. For example, students could virtually dissect atomic structures or participate in simulated physics experiments. However, technological challenges, such as latency issues and device affordability, remain fundamental obstacles to achieving widespread adoption. Nevertheless, the current possibilities of VR/AR present a glimpse into the transformative potential they hold for physics education.
• Computational methods. The prominence of computational methods in PER persists in 2024. Researchers are delving deeper into the development and implementation of computational tools that facilitate real-time simulations, numerical analyses, and problem-solving exercises, fostering a more hands-on and dynamic learning environment. Perhaps the most prominent example is given by PhET interactive simulations, which is a platform that is still expanding and offers numerous applets for instruction at the high-school and college level. 
• Ungrading and alternative grading. The concept of ungrading and alternative grading methodologies gains traction within the PER community. Researchers are scrutinizing the traditional grading system's limitations and exploring innovative assessment approaches that prioritize a student's understanding of concepts over conventional numerical scores, fostering a more holistic evaluation of learning outcomes. However, to the best of my knowledge, there is still no unambiguous evidence for ungrading and alternative grading being superior over conventional grading approaches. At the APS March Meeting 2023 in Las Vegas, I attended an exciting talk by Georgia Tech Professor Ed Greco, who has presented his experience with ungrading a modern physics course. And the good news is: Professor Greco has shared his slides here.  
• Science communication. Science communication remains a focal point in PER. Efforts are directed towards refining pedagogical strategies that enhance educators' ability to effectively convey complex scientific concepts. Emphasis is placed on developing communication skills among students, enabling them to effectively articulate and share their understanding of physics concepts with clarity and precision.
• Quantum computing education. Certainly, there is considerable hype around the topic of quantum computing and information, and its impact is yet to be determined. However, there is no doubt that more students are getting interested in this field. At the same time, educational institutions have started to react by offering new or updated courses, even at the high school level. Consequently, teaching and learning quantum computing has become the focus of several PER groups; see for example this open-access paper on the future quantum workforce. Interestingly, Physical Review Physics Education Research has published another call on quantum education related papers. 

Finally, as promised, some events to keep an eye on in the case you are a physics education researcher or simply interested in this field: 

• AAPT Winter Meeting 2024 in New Orleans.
• APS March Meeting 2024 in Minneapolis. While this is a large meeting mostly focused on condensed matter physics, it also contains numerous PER sessions. I have attended many of such sessions at the APS March Meeting 2023 in Las Vegas, and they were really interesting! 
• PERC 2024. This time, the focus will be on PER at non-research universities. This conference is usually a satellite conference to the AAPT summer meeting, which will take place in Boston this year.

Do you have any suggestions for additional PER topics that will be "trending" in 2024, or further events and conferences? Please feel free to comment or send an email to the following address: lonskymartin@gmail.com.